Lesson Plan 2

I. RATIONALE:

Students will gain understanding and practice making and using change.

II. OVERVIEW

Grade Level: 2nd

Subject(s):  Math

Topic of Study:  Counting Money

Time Allotment:  30 minutes

Standards:

2.MD.C.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Objectives:

Students will use combinations of coins to show specified amounts, after playing a coin game, and will answer 3 word problems using coin manipulatives.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students will need to know the value of a penny, nickel, dime and quarter prior to this lesson.  Students will have also had previous experience in changing coins to represent different values. How will prior knowledge and experience be assessed? I will assess previous knowledge by asking questions such as: "How many pennies are in a nickel?"  "Can you tell me two different ways to make $0.25?" "How much is a dime worth?" How will you use this information in the planning process? I will use this information to guide the lesson.  If students have a good understanding of the prior knowledge, then I would move forward with the lesson.  If students were struggling to answer some of these questions, I would take time to review a little more in depth with students using coin manipulatives. Why should the content of this lesson be taught at this grade level? Using money is a requirement for everyday life.  It is important to incorporate money problems into math lessons so that students gain understanding about a concept that is used in every day life.  It is also a second grade college and career readiness standard. How do the objectives that you have for the lesson align with the standards? The objective requires the students to identify different amounts of money using coins and solve word problems using coin manipulatives.  The second grade Arizona college and career readiness standard states that student will gain knowledge about money and know how to solve word problems using money. When will the lesson be taught in the course of the school year? Why? This lesson will be taught in the spring semester of school.  I would do this so that students have previous knowledge of adding and subtracting numbers before using money.  Doing this lesson later in the school year also allows for students to be fairly comfortable with navigating computer websites.

III. IMPLEMENTATION

Procedure:
First the teacher will begin the lesson with a review of coin counting by reading the story "The Coin Counting Book" online from the phoenix public library online tumble book collection.The teacher will ask background knowledge questions including "How many pennies are in a nickel?"  "Can you tell me two different ways to make $0.25?" "How much is a dime worth?" Next, the teacher will use the smart board or computer to show students how to go to the website http://www.abcya.com/counting_money.htm.  The teacher will review the dollar and coin amounts with the student on the left side of the screen.  Next, the teacher will model how to move the coins over to make the specified amount of change on the top of the page.  The teacher will then allow the student to practice as a group in counting several different amounts of change on the website.  Then, the students will navigate to the website on their own computer to practice independently.  After, about 5 to 10 minutes of independent practice, students will be given a paper and coin manipulatives to solve 3 word problems independently.

Technology Integration:
Students will listen to the tumble book "The Coin Counting Book" from the phoenix public library website.  Teacher and students will use the smart board to practice coin counting in a group setting.  Students will use individual computers to practice counting coins individually.

Differentiated Instruction:

• Cognitive delay - Accommodations will include additional time to practice with computer and the word problems will be read out-loud to the students.
  Modification - Student will have option of using a coin counting computer program to answer questions.
• Gifted - Students can create their own word problems to solve and show the answer.  Students can use choose a different level within the computer counting program to solve problems.
• ELL -Accommodations:   Students will be able to reference a copy of "The Coin Counting Book" to assist in counting coin amounts.  The teacher will read out loud the three word problems that the student need to solve.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? Using manipulatives allows children to have hands-on interaction with what they are learning.  This lesson gives students the opportunity to practice counting coins using various methods including using the computer and coin manipulatives. How do the instructional methods align with what you know about best practices (think about your methods classes)? This lesson allows students to practice counting money in several different ways.  Exposing children to multiple ways of doing an activity helps them to retain the knowledge they are learning better.  The more practice a student gets using various techniques, the more concrete the concept will become for them. How are you engaging students in creative and higher order thinking?  Students are able to solve real life problems that incorporate money.  Knowledge about money and its value is an important skill for students to learn.  This lesson helps students to put the concept of counting money into different real life situations.

IV. ASSESSMENT

Procedure:
Formative Assessment:
The teacher will check for understanding during group activity of counting coins as well as observing students during independent practice.  The teacher will assist as needed to help guide the students during group and independent practices based on student response.
Summative Assessment:
Students will use coin manipulatives to answer three word problems that involve counting coins.  The teacher will use a three point scale.  Each problem showing the correct value of money using coin manipulatives will receive one point.  If the problem does not show the correct value of money using coin manipulatives, the student will receive 0 points with a total of 3 points possible.

Instruments:

NAME: ___________________________

1.      John bought an apple for $0.27.  Use the coins to count out the amount he should give to the cashier.

2.      Sue gave her brother $0.48.  Show the amount of money she gave her brother.

3.      Peter went to the store and bought an ice cream cone.  He gave the cashier $1.00 and the cashier gave him $0.32 back.  Use the coins to show the amount of money the cashier gave back to Peter.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The assessment shows that the students understand the standard and objective of solving word problems using money. How does the assessment demonstrate that the students have been successful in learning the content? The assessment will demonstrate that students have been successful in understanding the value of various coin values and how to make change using different coins. How does the assessment demonstrate student engagement in higher order thinking? This assessment demonstrates student engagement in higher order thinking because students will use coin manipulatives to solve money word problems that might be poised in real life situations. How does the assessment demonstrate that individual student needs were met? The assessment will demonstrate that individual student needs were met through the formative and summative assessments.  The teacher can use formative assessments to reteach individual students and the summative assessment will show if the students were able to understand the concept.  The teacher can use the summative assessment to see where individual students are at in comprehension and move forward with additional lessons or do additional review as needed.

IIV. MATERIALS AND RESOURCES

"The Coin Counting Book" by Rozanne Lanczak Williams at http://asp.tumblebooks.com/library/asp/book_details.asp?category=Math%20Stories.

Learn to Count Money webpage at http://www.abcya.com/counting_money.htm

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
   This lesson allows students to learn about coin value using several different sources.  First, students review coin value using a read aloud story.  Students are then engaged in a computer program using coins to show different values of money before applying the concept to word problems.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
   Using the smart board and computers to allow students engaging group and independent practice provides learning experiences that are enriched through technology.  Students are able to apply knowledge about coin values to the webpage to practice the skill of counting out money.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
   Students are modeling digital age work and learning by utilizing several different forms of technology to enhance their learning experience.  Students are learning how to navigate web pages and use technology to practice real-life skills.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
   

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
     
     This lesson will meet all four elements in Standard 4: Promoting and modeling digital citizenship and responsibility.Students will model safe use of digital information and technology by using appropriate designated websites.  All students will be given equitable access to the appropriate tools during the lesson.  Although this lesson does not directly develop cultural understanding and global awareness through digital communication, students are learning how to use the technology resources that will be able to assist them in communicating with those in the world around them.